Introduction to the course About the Course:
- Syllabus; lecture notes; website.
- Course Formalities
- Classes in general, I expect you to pick up the details of the narrative
(the chronological survey) from the textbook.
- Class time will be devoted to the analysis of sources and discussion
of the underlying causation.
- History and Roman history
- I will be posting lecture outlines 24 hours before the lecture is delivered.
There will also be additional notes on reading and other material including
maps, supplementary sources, announcements, etc. It is very important
that you check your email and / or the course site regularly for updates.
- Exams and Classroom Exercises:
- One midterm (prepare two essay topics; one of which will be graded, and one or two IDs) and one final (three or four essay topics, two of which will be graded, and IDs). Questions will be posted about one week in advance. Grading
is half on the formulation of the problem, half on the use of relevant evidence to support the formulation.
- Each week we will do a classroom exercise on a topic covered in class. These exercises are collaborative (working in groups of three) and may be understood as preparation for the examinations.
- Grading policy: Students must submit a total of three essays plus IDs. Your grade will be based on the three essays, on participation in the classroom exercises, and the IDs. In marginal cases, participation in discussion will help your grade; not participating will not hurt.
- Texts and Readings: Please bring the sourcebook, Roman Civilization, to the respective
class meetings. The assignments average about 25-30 pages per meeting
but this is an average. Do read the textbooks, but read for the general
line of the argument not to master every detail. The sources are more
important.
- On 'guidelines'....there is a balance between providing structure and supporting material for the discussion; that is my responsibility, and that of the supporting website and books. Providing reasonable 'guidelines' does not mean that yo will be told which ID is to come, or which essay will be graded.
- Geographical Background
- On the Mediterranean basin,
in general, note that the lands bordering that sea have strong similarities
in climate and vegetation, land-
and seascape.
- Climate: dry summers, moist winters, strong northerly winds with only occasional cold
periods and little fog. The "clarity" of Mediterranean light
is much appreciated by the artistic and "sun" set.
- Vegetation:
- evergreens and shrubs, oaks at higher elevation. Good pasturage.
- Cereal production only in alluvial
valleys; pastoral in the
uplands (Ferdinand). Conflicts between pastoral and agrarian populations/economic
systems was a major problem throughout the previous course).
- Otherwise, olive, fig and vine
are major crops (all have extensive root systems to tap the deeper
ground water; see table below). Harvest
- Landscape: geologically late mountain development (tertiary age), with
sharp rugged sides. Though such configurations do not "hold"
rainwater well, the faults in the limestone face allow the runoff to accumulate
in underground caverns and issue forth in the form of artesian springs.
The relative isolation of the alluvial valleys within the mountain
ranges discourages communications by land, encourages the development
of city-states (n.b.: a city-state includes not only the urban center,
but also the surrounding rural support area).
- Seascape: The sea generally connects rather than separates. Mild summers,
no strong currents or tides, plus numerous islands, smaller but more of
them in the eastern Mediterranean; larger but fewer in the western part,
encourage seafaring. Without tides, however, delta harbors are silted. Note, however, that
ancient mariners did not spend the night at sea; they needed secure beaches
and harbors at regular intervals. Little
activity in the winter months due to dangerous storms. Fishing.
- Issues for this course:
- How to construct an autocracy that appears to be a democracy? And the
consequences of that illusion...
- Given the diversity of nations, religions, cultures and languages, how
to construct a degree of unity and coherence?
- The transformation of the western empire from a village culture to an
urban culture.
- The development of a new belief system, Christianity. Its relationship
to classical culture and to various forms of polytheism.
- The formation of a legal system based on principles of 'natural law'
and applicable to all peoples.
Table. Nutritional composition of Mediterranean crops (per 100 g of edible portion). Source: Goulart (1980); Sawaya et al. (1983); Fernandez Diez (1983); IBPGR (1986); Morton (1987); Cantwell (1994).
|
Carbohydrates |
Minerals |
Vitamins |
| Crop/Product |
Water (%) |
Cal. |
Protein (g) |
Fat (g) |
Total (g) |
Fiber (g) |
Ash (g) |
Ca (mg) |
P (mg) |
Fe (mg) |
Na (mg) |
K (mg) |
A (IU) |
Thiamine (mg) |
Riboflavin (mg) |
Niacin (mg) |
Ascorbic acid (mg) |
| Olive (ripe pulp) |
70.8 |
163 |
1.2 |
18.6 |
-- |
1.7 |
2.1 |
79 |
19 |
0.9 |
760 |
48 |
200 |
0.01 |
0.18 |
0.1 |
3 |
| Fig, fresh |
78.0 |
80 |
1.3 |
0.3 |
20.3 |
2.0 |
0.6 |
50 |
22 |
0.6 |
2 |
194 |
80 |
0.06 |
0.05 |
0.4 |
2 |
| Fig, dried |
23.0 |
274 |
4.3 |
1.3 |
69.0 |
5.6 |
2.3 |
126 |
77 |
3.0 |
34 |
640 |
100 |
0.10 |
0.10 |
0.7 |
0 |
| Persimmon |
79.0 |
77 |
0.7 |
0.4 |
19.6 |
1.2 |
-- |
6 |
26 |
0.3 |
6 |
174 |
2710 |
0.03 |
0.02 |
0.2 |
15 |
| Pomegranate (pulp) |
82.3 |
65 |
0.9 |
0.3 |
16.4 |
0.3 |
0.5 |
3 |
8 |
0.7 |
3 |
259 |
Tr |
0.02 |
0.03 |
0.3 |
4 |
| Pistachio nut |
5.3 |
594 |
19.3 |
54.0 |
19.0 |
2.0 |
2.7 |
131 |
500 |
7.3 |
-- |
972 |
230 |
0.70 |
0.20 |
1.4 |
0 |
